Freeport Elementary School

School Improvement Plan (SIP)

2016-2017

School Board Approval: September 6, 2016

FES Mission Statement

Freeport Elementary School’s mission is to develop collaborative relationships among the staff, administrators, parents and students so that maximum potential will be met by every child.

PART I: CURRENT SCHOOL STATUS

School Information

School Name:Freeport Elementary School / District Name: Walton
Principal:Kristin Lewis / Superintendent:Carlene Anderson
School Improvement Chair:Monique Griffin / Anticipated Date of School Board Approval:September 6, 2016

FES Mission Statement

Freeport Elementary School’s mission is to develop collaborative relationships among the staff, administrators, parents and students so that maximum potential will be met by every child.

Student Achievement Data and Reference Materials:

Data supporting the specific goals of this plan are included in the individual goal descriptions.

The following links provide general state, district and school level information considered during goal selection.

School Grades Trend Data – schoolgrades.fldoe.org

Florida Comprehensive Assessment Test (FCAT) Trend Data – fcat.fldoe.org/results

Renaissance Learning-

K-12 Comprehensive Research Based ReadingPlan –

School Attestations

By checking the following boxes, the school affirms that each statement accurately reflects current status.

All school administrators hold current and sufficient state certification for their job description and regularly attend training sessions to become more highly qualified.

Instructional coaches assigned to the school are properly certified for their duties and regularly attend training sessions to remain current in the latest best practices.

The school maintains a process to recruit and retain effective and highly effective teachers. Any personnel teaching out of field or deemed less than effective are placed in an individualized program.

The school has an active mentoring program to support new or struggling teachers that pairs them with more seasoned, effective instructors to carry out activities individualized to the needs of the mentee.

Multi-Tiered System of Supports (MTSS)

The MTSS process is the organizational foundation for all school improvement initiatives and intervention services. Identifying the need for Tier I, Tier II and Tier III interventions and developing strategies to accomplish them is central to our instructional planning. As such, the school has organized its MTSS program in the following way.

School-Based MTSS Team
Identify the school-based MTSS leadership team by name and instructional assignment.
Principal- Kristin Lewis
Instructional Coach- Cathy Erickson
Guidance Counselor- Laurie Holt
Literacy Coach- Allie Curtis
General Education teacher- (as assigned to MTSS student)
District Representative- Ron Branka
Describe how the school-based MTSS leadership team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate MTSS efforts?
Freeport Elementary actively participates in the MTSS process. The MTSS team meets weekly to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs. The team identifies subgroups and students needing additional academic and/or behavior support. Through the problem-solving process and the evaluation of the response to a given intervention, the teacher is able to see what a child knows and is able to do. We identify barriers that interfere with the student’s progress in order to implement interventions and strategies to address weaknesses. Student progress is measured continuously and growth is charted. The effectiveness of the implemented interventions is continuously evaluated. FES believes that our school staff has the creativity, desire, and resources to provide improved educational opportunities in order for each child to be successful. The S-BIT team process analyzes student and teacher academic data for Kindergarten through 4th grade and meets once a week with these teachers to discuss interventions for students.
Describe the role of the school-based MTSS leadership team in the development and implementation of the school improvement plan (SIP). Describe how the problem-solving process is used in developing and implementing the SIP?
An S-BIT team member represents the team on the school improvement team. The Instructional Coach provides the S-BIT team with previous school year data and reviews with the school improvement team to develop tier responses in order to meet student needs. The S-BIT team will continue to analyze student data with classroom teachers to target core (Tier 1), supplemental (Tier 2) and individual student needs (Tier 3).
MTSS Implementation
Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.
Baseline data- (Beginning of school year):
Sources: STAR, Core Benchmark Assessments, District Writing, FOCUS, Office Discipline Referrals, MTSS
Progress Monitoring-(Throughout school year):
Reading:
STAR -
Tiers 1, 2 & 3 will be monitored 4 times per year
Mathematics:
STAR-
Tiers 1, 2 & 3 will be monitored 4 times per year
Mid-Year:(January 2017)
Sources: STAR, Core Benchmark Assessments, District Writing, MTSS, Office Discipline Referrals, FOCUS
End of Year: (May 2017)
Sources: STAR, Core Benchmark Assessments, District Writing, MTSS, Office Discipline Referrals, FOCUS
Describe the plan to train new staff on MTSS.
This will be Freeport Elementary School’s eleventh year utilizing the MTSS process. All instructional staff has been trained in the MTSS process. All new teachers will receive MTSS training through the Freeport Elementary new teacher mentoring program.
Describe how the school organizes school resources in support of MTSS.
School resources are utilized as student needs are identified within the MTSS process through weekly MTSS meetings. Interventions are designed to address individual student needs. It is here that resources including scheduling, personnel and materials are allocated to meet individual student needs.

Literacy Leadership Team (LLT)

At the center of efforts to improve student performance levels is the need to maximize their degree of literacy (in all of its forms). To plan for and monitor literacy instruction, the school maintains a Literacy Leadership Team that is organized in the following way.

School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT) by name and instructional assignment.
Principal- Kristin Lewis
Administrative Assistant- Gay Pannell
Instructional Coach- Cathy Erickson
Reading Coach- Allie Curtis
Media Specialist- Donna Jackson
Teacher(s)- (as assigned to student)
ESE Teacher- (as assigned to student)
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).
The Literacy Leadership Team meets monthly or more often as needed to discuss and disaggregate data collected through progress monitoring and to organize school functions and activities directed towards literacy instruction to support the strategies of our ELA goal.
What will be the major initiatives of the LLT this year?
-Direct and organize Literacy Week (Themed throughout the school)
-Implement revisions to Accelerated Reader school-wide
-Utilize STAR, and other Reading Data to focus instruction (Data Chats)
-Build school-to-home support with literacy activities and Academic Parent Teacher Teams (APTT) trainings
-Plan reading professional development based on student and teacher needs (PLC’s)
-Oversee implementation of district literacy plan
-Address literacy concerns

Elementary Schools Only: Pre-School Transition

The following plan describes how the school identifies areas of need and supports preschool children in their transition from home or early childhood programs to local elementary school programs.

Freeport Elementary School provides an orientation for all students in grades Pre-K-4and their families. Freeport Elementary School offers the Voluntary Pre-Kindergarten Developmental program during the school year for students with special needs. The Voluntary Pre-Kindergarten Developmental program is offered by the school district for qualifying children. The Pre-K Developmental program allows a smoother transition for students who have not been in a prior school setting. State and local results indicate children who participated in the VPK program performed better on the Kindergarten screening than those who did not. Registration for the Voluntary Pre-K program coincides with Kindergarten registration to encourage participation. Kindergarten students entering Freeport Elementary School attend a “Kindergarten Preview” to allow students the experience of a typical kindergarten school day for a smooth transition. Kindergarten students will be evaluated for school readiness through the Florida Kindergarten Readiness Screener (FLKRS). Kindergarten students are then grouped by ability and remediated utilizing small group instruction and Tier II interventions as needed: Explode the Code, Stevenson, Tyner or other researched based curriculum. Parents are informed of progress through progress reports and parent/teacher conferences and Open House.
Early Head Start and Head Start– Walton County partners with Northwest Florida State College’s Adult Education and Family Literacy Program to provide services similar to the Even Start program. While the Even Start program is no longer funded, Walton County School District continues to partner with North West Florida State College’s Adult Education and Family Literacy program. This program focuses on adult education and family literacy by providing parents access to educational opportunities, family literacy books and materials and references to other organizations, such as Early Head Start and Head Start, to continue to provide services and supports similar to the Even Start program.
Exceptional Education Students (ESE) participate in transition services in grades Pre-K and 4 to allow for a smooth transition to Kindergarten and 5th grade. Students going to 5th grade attend Freeport Middle School. Students begin to transition over to Kindergarten or to the middle school before the end of their Pre-K or 4th grade year so they may be more familiar with the new setting’s surroundings, routines and personnel.

PAEC Utilization

The school participates in services and activities provided by the Panhandle Area Educational Consortium, our regional service agency (F.S. 1001.451 F.S.). Our school selects services and activities based on goals, objectives and strategies set forth in the School Improvement Plan that allow us to maximize resources, enhance support services and expand communication with other schools.

District Strategies in Support of School Goals

  • District staff, school staff and educational consultants will be utilized to determine effective strategies for improving performance within the African-American, Hispanic and Students with Disabilities subgroups.
  • The District will continue to employ outside consultants to assist in curriculum alignment strategies (as funding allows).
  • The District will recruit and retain employees who are highly qualified.
  • The District will assist schools in determining appropriate and effective interventions to assist students in meeting academic and behavioral goals, including professional learning and the implementation of the MTSS Model.
  • The District will use its resources and personnel to develop a continuum of learning which enables all students to make annual learning gains.
  • The District will continue to develop more uniform and timely data collection strategies to assist schools in making data-based instructional decisions.
  • The District will continue to offer and expand quality professional learning to provide appropriate strategies and activities to support common curricular initiatives.
  • The District will continue to assist schools in the establishment of effective credit recovery systems.
  • The District will utilize a curriculum review team to monitor fidelity of instruction to focus upon rigor and relevance.
  • The District will support school efforts to identify and meet parent and community expectations and work to develop a unified district approach.
  • The District will develop an accountability procedure to ensure fidelity to the Student Progression Plan.
  • The District will work to expand the teacher orientation and mentoring programs.

PART II: EXPECTED IMPROVEMENTS

Selecting appropriate goals, objectives and strategies for Tier I, Tier II and Tier III interventions is a complex process requiring a school to examine performance data from all demographic populations on many different assessments in a variety of areas. Walton County schools are required to verify that, as a part of school goal identification, they have examined data from each of these sources before they select the topics most in need of instructional and organizational focus. Schools are required to create improvement goals targeting at least two academic areas (one of which must be reading). Other goals are to be added as required to align school actions with the District Strategic Plan and to meet other needs identified by the school.

By checking the following boxes, the school affirms that, at a minimum, the following assessments, achievement levels and other data sources were used to identify areas in need of intervention.

STAR Reading and Math: Students scoring at Achievement Level 3 or above

STAR Reading and Math: Students scoring at or above Achievement Level 4

STAR Reading and Math: Percent of students making learning gains

STAR Reading and Math: Percent of students in lowest 25% making learning gains

STAR Reading and Math: School record of meeting Annual Measurable Objective (AMO) targets

FSA Reading and Math: Students scoring at Achievement Level 3 or above

FSA Reading and Math: Students scoring at or above Achievement Level 4

FSA Reading and Math: Percent of students making learning gains

FSA Reading and Math: Percent of students in lowest 25% making learning gains

FSA Reading and Math: School record of meeting Annual Measurable Objective (AMO) targets

Florida Alternative Assessment Reading and Math: Students scoring at Levels 4, 5 and 6

Florida Alternative Assessment Reading and Math: Students scoring at or above Level 7

Florida Alternative Assessment Reading and Math: Percent of students making learning gains

Comprehensive English Language Learning Assessment (CELLA): Students scoring proficient in listening/speaking

Comprehensive English Language Learning Assessment (CELLA): Students scoring proficient in reading

Comprehensive English Language Learning Assessment (CELLA): Students scoring proficient in writing

Algebra 1 End of Course Assessment: Students scoring at Achievement Level 3 or above

Algebra 1 End of Course Assessment: Students scoring at or above Achievement Level 4

Geometry End of Course Assessment: Students scoring at Achievement Level 3 or above

Geometry End of Course Assessment: Students scoring at or above Achievement Level 4

FSA Science: Students scoring at Achievement Level 3 or above (elementary and middle schools)

FSA Science: Students scoring at or above Achievement Level 4 (elementary and middle schools)

Florida Alternative Assessment Science: Students scoring at Levels 4, 5 and 6

Florida Alternative Assessment Science: Students scoring at or above Level 7

Biology 1 End of Course Assessment: Students scoring at Achievement Level 3 or above

Biology 1 End of Course Assessment: Students scoring at or above Achievement Level 4

FSA Writing: Percent of students meeting writing performance targets

Florida Alternative Assessment Writing: Percent of students scoring at or above Level 4

Civics End of Course Assessment: Students scoring at Achievement Level 3 or above (middle schools)

Civics End of Course Assessment: Students scoring at or above Achievement Level 4 (middle schools)

U.S. History End of Course Assessment: Students scoring at Achievement Level 3 or above

U.S. History End of Course Assessment: Students scoring at or above Achievement Level 4

ReadiStep

PSAT

SAT and/or ACT

AP/Dual Enrollment Participation and Course Selection

Attendance: Overall school attendance rate

Attendance: Students with excessive absences (10 or more)

Attendance: Students with excessive tardies (10 or more)

Suspension: School in-school suspension rate

Suspension: School out-of-school suspension rate

Graduation and/or dropout rate

Parent involvement statistics

PARCC or other progress monitoring formative and summative assessment results

Climate survey results from parent, teacher and student respondents

School Professional Learning Needs Surveys

Teacher Professional Learning Plan areas of need identified by the principal

Teacher certification and endorsement needs

School safety reviews

Other federal, state or district level requirements

Review of Possible Areas Needing Intervention

By checking the following boxes, the school affirms that, at a minimum, data related to student or school performance in the following areas was examined for possible inclusion as a school improvement goal.

Reading

Writing

Mathematics

Science

Civics (middle school only)

U.S, History (high school only)

Attendance

Suspensions

Dropout Prevention

Parent Involvement

Science, Technology, Engineering and Math (STEM)

Career and Technical Education (CTE)

Review of Subgroup Performance

By checking the following boxes, the school affirms that data related to student or school performance within each of the following subgroups was examined to determine if they met the required Annual Measurable Objective (AMO) for improvement and needed to be included in a school improvement goal, specifically in the areas of reading and mathematics.

White

Black

Hispanic

Asian

American Indian

English Language Learners

Students with Disabilities

Economically Disadvantaged

Summary of Areas Selected for Goal Development

Comprehensive data analysis resulted in the designation of the following areas as school improvement goals.

  1. ELA (Reading and Writing)
  1. Math
  1. Professional Learning Communities
  1. Parent Involvement
  1. Positive Behavior Support

ACADEMIC GOALS

Goal #1 of 5
Goal Topic: English/Language Arts (ELA)
Needs Assessment:
CORROBORATING DATA SOURCE(S) AND/OR NARRATIVE: (SGP-Student Growth Percentile); (Median Range 40-60 Percentile Points):
  • According to 2015-2016 STAR End of Year SGP Median Data, the median score is 62 percentile points for the 128 1stgrade students tested, in the area of reading.
  • According to 2015-2016 STAR End of Year SGP MedianData, the median score is 58percentile points for the 118 2nd grade students tested, in the area of reading.
  • According to 2015-2016 STAR End of Year SGP Median Data, the median score is 48 percentile points for the 1063rd grade students tested, in the area of reading.
  • According to 2015-2016 STAR End of Year SGP Median Data, the median score is 60 percentile points for the 116 4th grade students tested, in the area of reading.
CURRENT VALUE OF STATISTIC:
  • Same as Corroborating Data Sources (see above)
TARGET VALUE OF STATISTIC:
  • As determined by the End of Year SGP median data, the median score for each grade level (grades K-4) willbe at or above the 41st percentile on Student Growth within STAR Early Literacy (K) or STAR Reading.

Objective #1:
Describe the specific student performance area, subgroup performance level, program implementation step, instructional method, and resource, level of expertise, etc. that the school is seeking to improve.
  • Same as Target Value of Statistic (see above)

Strategies Designed to Meet Objective
Strategy / Person(s) Responsible / Completion Date / Evaluation Process and Measurement Tool Used
Tier I (all students):
  1. Implement UDL (Universal Design for Learning) model for grades 3-4.
  1. Implement district adopted Phonics First multisensory K-2 Curriculum
  1. Implement revised Accelerated Reader Program
  1. Support and expanddifferentiated small group reading instruction (i.e. walk to read-students grouped by book level among grade levels, running records, Learning A-Z, Raz Kids, decodable books, Moby Max)
  1. Incorporate CAP (Curriculum Alignment Plan, WOW watching others work)
  1. Implement formative assessments throughout core curriculum (i.e. text based evidence)
/ -Classroom teachers
-District Level Literacy Coaches
-Instructional Coach
-Media Specialist
-Administration / - Midpoint Check after 3rdSTAR administration.
- Final check after 4thSTAR administration.
-Year long, completion in May 2017 / -Lesson Plans/HERO Binder
-Administrative Walkthroughs
-Grade Level Meetings
-Professional Learning / WOW (watching others work) Documentation
-Master Schedule
-Running Records
-Rubrics
-Pre/Post Test Data
Tier II: (including ELL, ED and other subgroups as identified)
  1. Implement traveling iii/enrichment groups (ability grouping) among grade levels
  1. Build student self-efficacy of low performing test taking students through the investigation of the use of mentors.
  1. Investigate and implement additional intervention resources (i.e. Phonics First, Moby Max)
/ -Classroom Teachers
-Instructional Coach
-Mentors
-District Level Literacy Coaches
-Volunteer Coordinator
-Instructional Aides / - Midpoint Check after 3rd STAR administration.
- Final check after 4th STAR administration.
-Year long, completion in May 2017 / -Progress Monitoring forms
-iii documentation forms
-Master Scheduling
-Pre/Post Test Data
-Traveling iii Lesson Plans
Tier III:
  1. Use the MTSS problem solving process for students with specific areas of need to plan appropriate targeted interventions and progress monitor student performance to determine need for continued interventions.
/ -Administration
-Classroom Teachers
-MTSS Team / -Determined by student need
-Progress monitoring / -Summative Assessments (STAR)
-Formative Assessments
-Classroom Observations Teacher Lesson Plans
Objective #2:Describe the specific student performance area, subgroup performance level, program implementation step, instructional method, and resource, level of expertise, etc. that the school is seeking to improve.
  • 100% of classroom teachers will utilize and implement writing strategies to improve student writing performance.

Strategies Designed to Meet Objective
Strategy / Person(s) Responsible / Completion Date / Evaluation Process and Measurement Tool Used
Tier I: (all students)
  1. Incorporate CAP (Curriculum Alignment Plan) as related to writing
  1. Implement
differentiated writing instruction and collaborate to developgrade level appropriate writing lesson exemplars with rubrics based on Florida Standards(i.e. Phonics First, UDL, Learning A-Z, Moby Max) / - Classroom teachers
-Instructional Coach
-District Level Literacy Coach / - On going through May 2017 / -Lesson Plans
-Administrative Walkthroughs
-Grade Level Meetings
-Professional Learning Documentation
-Rubrics
-Exemplars
-Computer Generated Reports (as available)
-District Writes

Professional Learning for Goal # 1